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HANDLING NONRESPONSE IN SOCIAL SCIENCE RESEARCH
This study was designed to describe and explore how nonresponse in the Journal of Agricultural Education has been handled historically. All articles (N=364) published in the Journal of Agricultural… Expand
COOPERATING TEACHERS PERCEPTIONS OF IMPORTANT ELEMENTS OF THE STUDENT TEACHING EXPERIENCE: A FOCUS GROUP APPROACH WITH QUANTITATIVE FOLLOW-UP
Two purposes of this study were to describe selected characteristics of cooperating teachers/ schools and to identify teachers’ perceptions about important elements of student teaching. Some… Expand
Assessing the Inservice Needs of Entry-Phase Agriculture Teachers in Texas: A Discrepancy Model versus Direct Assessment.
This was a descriptive study to assess inservice education needs of entry-phase agriculture teachers in Texas. The purpose was to compare the ranking of inservice needs as determined by direct… Expand
Forecasting doctoral-level content in international agricultural and extension education - 2010: viewpoint of fifteen engaged international scholars.
Given an increasingly interconnected world with an expanding knowledge base, this research engaged 15 international scholars to resolve two research questions: (a) what are the knowledge objects that… Expand
A COMPARISON OF STUDENT TEACHERS' PERCEPTIONS OF IMPORTANT ELEMENTS OF THE STUDENT TEACHING EXPERIENCE BEFORE AND AFTER AN 11-WEEK FIELD EXPERIENCE
The purposes of this study were to describe selected characteristics of student teachers and their cooperating student teaching centers and to identify student teachers’ perceptions about important… Expand
Economic Impact of Supervised Agricultural Experiences: Returns from SAE Investment Costs in Texas, 2007–2008
Experiential learning, commonly called supervised agricultural experience (SAE), is a well documented, valuable, and integral part of agricultural education (Bryant, 2003; Cheek, Arrington, Carter, &… Expand
Engaging Hispanic Students in Agricultural Education and the FFA: A 3-Year Case Study.
This article describes the outcomes of field-based efforts to increase diversity in agricultural education programs and the FFA. This study focused on three schools in San Antonio, Texas. Guided by… Expand
Selected Variables Related to Expected Longevity in Teaching of Entry-Phase Agriculture Teachers
Heath-Camp and Camp (1992) stated, "No period is more critical to the success of a beginning teacher than the induction phase" (p. 35). Garton and Chung (1995) maintained, "Research is needed to… Expand
Relationships between Personality Type and Teaching Efficacy of Student Teachers.
The purpose of this study was to determine if relationships exist between teaching efficacy and personality type of student teachers. The population of interest was all agricultural science student… Expand